北师大版（2019）必修三Unit 8 Green Living Topic Talk教案

Unit 8 Green Living
Topic Talk
教学设计
科目：英语 课题： 课时：1课时
教学目标与核心素养：
·To talk about ways of green living
·To understand topic language
·To listen to two dialogues about green living
·To discuss famous quotes about the environment
教学重难点
Students may have difficulty remembering the topic-related collocations.
课前准备：多媒体，黑板，粉笔
教学过程：
1、 Pre-class
Pair Work What is green living What can you do to promote green living
· Draw students' attention to the unit opener photo and ask students what they think the message of this image is, i.e. that the Earth is a planet with lots of natural resources, like water, forests, etc.
· In small groups, students brainstorm some examples of green living. If they are struggling,
ask them whether they recycle and point out that this is one example. Students think of other ways of green living and share any interesting ideas with the class.
· Read out loud the vocabulary in the tinted box. Explain any difficult words by giving some examples.
· In pairs, students ask and answer the two questions. Encourage students to use the vocabulary to give as many examples as they can and to support their answers.
· Students share their ideas with the class.
·Ask students who are volunteers in an environmental organisation to share some details about what they have done with the class. Find out whether any of the other students would also like to become volunteers and for which organisation.
二、While-class
Step 1：
Read the Text Builder carefully. Then listen to the introduction at a Green Living Exhibition and complete it by underlining the words or expressions you hear.
· Ask volunteers to read out loud the Text Builder and explain any unknown vocabulary.
· Ask students: Who can apply the ideas under the Solutions category
How could these ways of protecting the environment be achieved by individuals
· As an extension, students brainstorm any solutions that could be done on a larger scale, e.g. by countries, governments, etc.
· Play the talk.
· As students are listening, they can complete the sentence frames.
· Ask students to check their answers in pairs and then as a class.
· Ask students: What are the types of pollution What environmental problems can they cause
How can we reduce pollution How do you commute Would you prefer greener ways of moving around, for example, cycling or using public transport or less green ways, like using a car Explain green living. Encourage students to support their answers with reasons.
Step 2：
Use the Text Builder to talk about your understanding of green living.
· Ask students to recall as many vocabulary and key structures as they can from the Text Builder.
· Students use the vocabulary form the Text Builder to talk about green living. Answer some questions: How would you define green living Give examples of green living. What will happen if we don’t live a ‘greener’ life
· In pairs, students exchange and peer assess their work.
Step 3：
Listen to the dialogue. Answer the questions.
· Read and discuss the questions. Students can listen out for the answers as the dialogue is playing. Encourage students to take notes as they listen.
· In small groups, students answer the questions. Play the dialogue again, if necessary, for students, confirm their answers.
· Conduct a class survey to find out how many students live in flats or houses with gardens. Conduct a second survey to find out how students create more green spaces in either type of accommodation. Students need to support their answers with reasons.
三、After-class
Step 4：
Use the language you have learnt to talk about what you can do to promote green living.
· Ask students to call out words or phrases they have learnt in this section as you write them on the board, e.g. global warming, cycle, use public transport, air pollution.
四、Homework
· In groups, students talk about what they can do to promote green living.
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